Child Development Milestones and Parental Guide - Part 1

Rock Solid Foundation Child Development - Part 1 GSP TRAINING SESSION 2A

A Guide to Parents Five Years Four Years Three Years Two Years Marches in time One Year Picks up small objects 6 Walks on tiptoes Carries toy while walking Months Pulls to stand Reaches For Toys Transfer toy from one hand to other Easily buttons & unbuttons Catches a ball with his hands Speaks several words which have meaning Crawls on all fours

A Guide to Parents Five Years Four Years Three Years Two Years Speaks clearly and can be understood by others One Year Tells stories Unwraps candy 6 Months Looks for noise made near him Makes sounds for specific reasons Refers to self by name Knows meaning of No and Bye Names objects such as toy and food Brushes his teeth Speaks in complete sentences Recognize self in mirror Repeats sounds of others

A Guide to Parents Five Years Four Years Three Years Cares for all toilet needs Two Years One Year 6 Speaks in three word sentences Feeds self well Months Feeds self with spoon Feeds self cookies or crackers Helps hold bottle while drinking Follows two directions get the ball and throw it back Pulls off socks as part of undressing Dresses self well Drinks from a cup Waves bye-bye Plays with toes

A Guide to Parents Five Years Four Years Three Years Two Years Recognize shapes Washes face and hands Gets along with other children Imitates adults doing simple tasks One Year 6 Is toilet trained Months Occupies self Pats Mirror Image Shows interest in TV/radio Shy with people he doesn t know Copies a circle, square, triangle, cross Puts Plays with an adult (roll ball) Helps by putting away toys everything into his mouth

A Guide to Parents Five Years Four Years Three Years Two Years One Year Recognize coins Builds a tower of ten blocks 6 Turns pages one at a time Builds a tower of four blocks Months Turns pages of a book or magazine Matches some objects and colors Follows toys when held in front of his eyes Shows body parts when asked Copies a circle Recites nursery rhymes

Child Development An Overview First, it is important to know what is a desirable attribute/behavior for any given chronological age How is it determined to be desirable? What motivates the behavior? How can it be changed? How is an attribute/behavior defined "undesirable?"

Child Development An Overview Understanding Normal Development Understanding Normal Development Normal Curve Normal Curve Fewer than 2% of Fewer than 2% of cases studied are cases studied are more than 2 standard more than 2 standard deviations from the deviations from the average average 0 0 1% 1% 2 2 0 0 2 2 1 1 1 1 1% 1%

Child Development An Overview If the Y axis is the number of cases studied and the X axis is the variable under study, then the most cases would score average The further removed from the average score cases are, the fewer cases there are A very few cases (less than 2%) are more than 2 standard deviations from the average These few cases are depicted in the < or > 1% areas of the graph above and are defined as "abnormal,"

Child Development An Overview In most cases, human nature finds normal to be desirable, and abnormal , undesirable The goal of a foster parent, or any helper, is to attempt to provide an environment that moves the abnormal attribute or behavior toward being normal

Understanding the Behavior Motivation Cycle What motivates behavior? Need Sated Drive/ Energy Behavior Need Behavior Increased/Modified More Frustration Frustrated Drive/Energy Increased Need Increased

The Behavior Motivation Cycle The child who needs social approval is in emotional pain for lack of it and is motivated to do something to gain his peers' approval.. If he can be taught how to behave in order to gain pleasure (social approval) or escape pain (rejection), then he will be sated

The Behavior Motivation Cycle He may boast, tease, fight, or exhibit a host of other unproductive things if he has not been taught social skills He will be frustrated to the point of "acting out" even more because his need, energy, and unproductive behavior will increase

The Hierarchy of Moral And Emotional Developmental Needs Maslow s Hierarchy Erickson s Psychological Integrity Vs Despair 60 - 75 Kohlgerg s M.D. Stages MD, L3, S6 Generosity Vs Self-Absorption 34 - 60 Maturity Intimacy Vs Isolation 22 - 34 MD, L2, S4, L3, S5 Self-esteem 10 - 17 years Identity Vs Diffusion 12 - 22 Social 5 - 9 years Industry Vs Inferiority 6 - 12 MD, L2, S3, S4 Initiative Vs Guilt 4 - 6 MD, L1, S2, L2, S3 Emotional (Security) 1- 4 years Autonomy Vs Shame 2 - 4 MD, L1, S1, S2 Trust Vs Mistrust 0 - 2 Psychological (Health & Safety) 0 - 1 year

The Hierarchy of Moral And Emotional Developmental Needs It is important to note that in all developmental stages, each ascending level of need must be satisfied before the next higher level of need is addressed For example, a person who is starving is motivated to eat, and if food is presented, he will not worry about social disapproval for his lack of manners

The Hierarchy of Moral And Emotional Developmental Needs It is also important to understand that what is normal for an individual is determined by intellectual development, chronological age and physical development. But the basic age range in which each need is a priority is listed in the hierarchy

Child Development An Overview If we can place a client's maturity level with regard to at least five areas of development Then we can guess what is normal for the client and what should be normal for him/her, what are the primary needs, and how we can help him/her satiate those needs

Identifying and Defining the Five Areas of Development Moral Development Ability to determine what is right and wrong, and to act in accordance with our beliefs Emotional Development Ability to recognize, understand and control feelings (love, anger, happiness, sadness)

Identifying and Defining the Five Areas of Development Social Development Ability to relate to others, empathize with their feelings, understand their reactions Cognitive/Mental Development Ability to make sense of the world (learn to speak, read, write)

Identifying and Defining the Five Areas of Development Physical Development Size and ability to perform various tasks (riding a bike, walking, crawling)

Identifying and Defining the Five Areas of Development We will look more closely at three areas of human development Moral Development Emotional Development Cognitive Development

Identifying and Defining the Five Areas of Development Moral development People s behavioral decisions are largely determined by what they think is right If one behaves differently than one believes he/she should, cognitive dissonance (guilt) will ensue and a need will be created causing energy and behavior to satiate that need

Identifying and Defining the Five Areas of Development So people behave the way they think they should, or if not, they behave to alleviate the imbalance caused by the misbehaviors For purposes of predicting and understanding behavior, what is right is less important than how an individual goes about deciding what is right.

Identifying and Defining the Five Areas of Development Kohlberg postulated three levels of moral development (the process by which an individual decides what is right) with two stages in each level

Identifying and Defining the Five Areas of Development Level 1 -- Moral value resides in external, quasi physical happenings, in bad acts, or in quasi physical needs rather than in persons or standards Stage 1: Obedience and punishment orientation. Egocentric deference to superior power or prestige, or a trouble avoiding set. Objective responsibility. Stage 2: Naively egoistic orientation. Right action is that instrumentally satisfying the self's needs and occasionally others'. Awareness of relativism of value to each actor's orientation to exchange and reciprocity.

Identifying and Defining the Five Areas of Development Level 2 -- Moral value resides in performing good or right roles, in maintaining the conventional order and expectancies of others Stage 3: Good-boy orientation. Orientation to approval and to pleasing and helping others. Conformity to stereotypical images of majority or natural role behavior, and judgment by intentions. Stage 4: Authority and social-order maintaining orientation. Orientation to "doing duty" and to showing respect for authority and maintaining the given social order for its own sake. Regard for earned expectations of others.

Identifying and Defining the Five Areas of Development Level 3 -- Moral value resides in conformity by the self to share of shareable standards, rights, or duties Stage 5: Contractual legalistic orientation. Recognition of an arbitrary element or starting point in rules or expectations for the sake of agreement. Duty defined in terms of contract, general avoidance of violation of the will or rights of others, and majority will and welfare. Stage 6: Orientation to ordained social rules and to principles of choice involving appeal to logical universality and consistency. Orientation to conscience as a directing agent and to mutual respect and trust. Conscience or principle orientation.

Identifying and Defining the Five Areas of Development Another way of viewing moral development is to view it as a development of conscience Level 1 -- right and wrong are determined by the physiological effects of behavior Stage 1: baby cries when in pain (for the baby wrong is pain) Stage 2: baby learns to behave to gain pleasure (baby cries, receives comfort)

Identifying and Defining the Five Areas of Development During the first four years of life, this level of moral development dominates a child s behavior. Why is this significant? This is the time the child is learning trust and autonomy. If the parent is not consistently available for comfort, trust and autonomy will not be learned and the child cannot mature in moral and emotional development

Identifying and Defining the Five Areas of Development Level 2 -- moral judgment is executed in accordance with the expectations of others Stage 3: The child is motivated by approval and will define right in terms of gaining it Stage 4: Initiative and industry issues must be resolved by the child

Identifying and Defining the Five Areas of Development Level 3 -- moral judgment is based upon principals believed to be in the best interest of humanity Stage 5: rules can change when people agree that the change will benefit whomever the rules are concerned. Stage 6: moral decisions are based upon principals regardless of what the majority believes

Identifying and Defining the Five Areas of Development Emotional development Knowing a child s moral development has implications for emotional development There are two types of emotional disorders -- External and Internal

Identifying and Defining the Five Areas of Development In order to be labeled an internal or external diagnosis, a child must be unlike 98% of his peers in a particular emotional area

Identifying and Defining the Five Areas of Development External must be stopped by someone or something in the environment They have not attached or bonded to anyone and, therefore, have no reason to please anyone, and their needs are mostly physiological

Identifying and Defining the Five Areas of Development Often labeled conduct disorders and appear to have no conscience in the traditional sense of the word Rules are determined by consequences only; what feels good is right, what hurts is wrong

Identifying and Defining the Five Areas of Development In general, external disorders need structure and supervision imposed externally, since they are unable to do it themselves.

Identifying and Defining the Five Areas of Development Internal must be thwarted by introspective phenomena Internal disorders are those children who lie within the 2% of the population who are different with regard to one of the internal disorder axes. These children generally have advanced to a Level 2 or higher stage of moral development and definitely feel pain within.

Identifying and Defining the Five Areas of Development Internal disorder examples include: Anxiety Disorders Hyperactivity Adjustment Disorders Affective, Depressed Schizoids

Identifying and Defining the Five Areas of Development In general, the treatment involved with internal disorders provides lots of positive input, counseling, warmth, empathy, strokes, etc. an environment in which the person feels safe and secure.

Identifying and Defining the Five Areas of Development Cognitive development In order for development to occur, intellectual development must precede it Normal children can develop to think abstractly, prioritize, and hypothesize, (ask what if )

Understanding the Locus of Information Closed, Inward, Outward, Open One of the most important concepts in behavior management is Locus of Information This involves the degree to which an individual is open to receiving information from two sources.

Understanding the Locus of Information Closed, Inward, Outward, Open The first source is the very personal, intimate, inner world of our thoughts, feelings, emotions, and beliefs. The second source is the outside world of people, objects, events, and places

Understanding the Locus of Information Closed, Inward, Outward, Open In order to be effective in solving problems, an individual must be equally open to receiving information from both the inner world and outside world The most significant factor responsible for determining whether an individual will develop a sensitivity to both information sources, is the individual s past experience

Understanding the Locus of Information Closed Style Closed Style Rigid and Inhibited Basic need is Security Individuals are closed to both inner and outside sources of information Rigid, dogmatic adherence to rules or principals If clear-cut rules not available, becomes confused and disoriented If anxiety level is low will withdraw, if level is high can become aggressive Depends heavily on others for structure Appears to be refusing to do a task, but may actually not no how to begin task

Understanding the Locus of Information Closed Style Closed Style -- Behavioral Characteristics Cannot get job done unless others are immediately available for help Oblivious to what is going on around him Easily confused and disoriented Misinterprets simple statements Gives answers that have nothing to do with question being asked Afraid to assert himself or take risks Shows signs of nervousness Unresponsive, does not relate well Upset by change, inflexible Rigidly follows established patterns or rules

Understanding the Locus of Information Closed Style Closed Style -- How to work with Make all information simple Present information clearly and organized Use pictures, demonstrations, role-playing to make information easier to understand Reduce the number of choices Keep daily routines simple and consistent Relationship with accepting and approving adult absolutely necessary Provide structure and guidance but not so much individual becomes overly dependent Expect individual to avoid responsibilities to avoid failure A display of warmth to superior is a sign of trust

Understanding the Locus of Information Inward Style Inward Style Undisciplined Basic need -Immediate Self-gratification Greater receptivity to inner sources Not tuned in tend to march to their own drums Interpersonal relationships often characterized by exploitation, coercion, and manipulation Easily frustrated, relates poorly to authority May act immaturely, boisterous in a crowd, problems with behavioral control Abundant, unproductive energies If confronted become defiant or uncooperative

Understanding the Locus of Information Inward Style Inward Style -- Behavioral Characteristics Negativistic I won t Acts defiant, will not do what is asked Easily frustrated, lacks tolerance for tasks he does not enjoy Tends toward temper tantrums can be destructive Independence asserted in negative way Antisocial tendencies (steals, lies, bullies, destroys property, defies, resents discipline) Speaks disrespectfully to adults/authority Blames others when things don t go well Derogatory remarks about others activities

Understanding the Locus of Information Inward Style Inward Style -- How to work with Make every attempt to reduce frustration Provide rewards and consequences More productive if works alone Make sure task is understood before work begins Repeat directions Adjust methods to provide maximum information Feedback must be immediate not delayed Social isolation effective management tool Slow down individuals decision making and working speed

Understanding the Locus of Information Outward Style Outward Style -Anxious and Needing Acceptance Basic need -Acceptance Approval Excessively concerned with outside evaluation of their performance Associate external evaluation with acceptance Very competitive Conscientious, hard-driving, ambitious but lack self-confidence Never complete a task for sake of mastery Efforts devoted to gaining attention/approval Goal oriented and well organized Failure a sense of rejection and personal blame